A Guide for Leaders in Higher Education

Core Concepts, Competencies, and Tools

October 2016
More details
  • Publisher Stylus Publishing
  • Published October 2016
  • ISBN 9781620363928
  • Language English
  • Pages 496 pp.
  • Size 9" x 6"
  • Images 36 tables, 56 figs & 5 boxes
November 2016
More details
  • Publisher Stylus Publishing
  • Published November 2016
  • ISBN 9781620363911
  • Language English
  • Pages 496 pp.
  • Size 9" x 6"
  • Images 36 tables, 56 figs & 5 boxes
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

November 2016
More details
  • Publisher Stylus Publishing
  • Published November 2016
  • ISBN 9781620363935
  • Language English
  • Pages 496 pp.
  • Size 9" x 6"
  • Images 36 tables, 56 figs & 5 boxes
November 2016
More details
  • Publisher Stylus Publishing
  • Published November 2016
  • ISBN 9781620363942
  • Language English
  • Pages 496 pp.
  • Size 9" x 6"
  • Images 36 tables, 56 figs & 5 boxes

At a time when higher education faces the unprecedented challenges of declining revenues and increased scrutiny, questions about access, cost, and the value of degrees, and the imperative to educate a more diverse student body, there is an urgent need for leadership that is conversant with, and able to deploy, the competencies, management tools, and strategic skills that go beyond the technical or disciplinary preparation and “on the job” training that most leaders have received.

This book is intended as a practical resource for academic and administrative leaders in higher education who seek guidance in dealing with today’s complexity, opportunities, and demands. It is also addressed to those who aspire to hold positions of leadership, and to the many faculty and staff members who serve in informal leadership roles within their departments, disciplines, or institutions. Additionally, the book serves as a guide and resource for those responsible for the design and implementation of leadership development programs in higher education.

While recognizing the differences in mission and circumstance across institutional types, the authors begin by offering a foundational understanding of higher education as a sector, the political, social, and economic climate in which it operates, and the potential opportunities ahead. Subsequent sections of the book cover leadership concepts and competencies, along with a series of applied tools for leadership and organizational effectiveness. Each chapter concludes with related case studies and guiding questions for further reflection. The final section highlights models for developing institutional leadership programs that progressively meet the needs of leaders along their careers.

The content and format of this book reflect the authors’ views that leadership development is most effective when it is an intentional, reflective, and systematic experience. While they espouse the practice of general principles of leadership, they also take into account the unique context of higher education with its numerous internal and external stakeholders, multiple missions, particular organizational governance, and a culture that fosters individual autonomy and creativity.

“Regarding common themes across the chapters, the authors provide compelling analyses in their discussions of organizational culture, informal leadership, and resistance to change. First, rather than exhorting leaders to change the culture of their institutions (a daunting and perhaps unrealistic prospect), the authors instead focus on learning to lead within the existing culture of the institution. Second, as department chairs almost certainly understand, informal leaders are the linchpins for change in higher education institutions. The authors note that intentional partnerships between formal and informal leaders are essential to the success of any organizational change initiative. Third, the authors provide aspiring leaders with conventional advice for dealing with resistance to change, but they also conceptualize resistance as a potentially positive force that can generate new ideas and surface important issues for discussion. The book provides frameworks and resources that would be highly relevant for new and aspiring department chairs. In fact, this text is ideally designed to serve as a selection for a book discussion group. Groups of department chairs could discuss and debate the questions, vignettes, and brief cases that are included at the end of each chapter. These discussions could promote an understanding of leadership as a process of social influence that is co-constructed by both leaders and followers. This new level of understanding could then provide a stronger basis for collaboration among the many individuals in a higher education organization who are capable of contributing to the leadership of the institution.”

- The Department Chair

“The work is both frank and optimistic, a common characteristic of Brent Ruben, a practiced author in reference works for higher education leaders. The Strengths, Weaknesses, Opportunities, and Threats analysis that constitutes the foreword sets a tone that pervades this book: challenges abound in the current landscape of American higher education, but informed and prepared leaders can respond to these challenges and achieve excellence.

A Guide for Leaders in Higher Education succeeds in providing accessible and useful resources to individuals across different leadership roles… As a midpoint between textbook and reference work, it is still successful at both and provides a clear and unbiased background to issues facing current leaders.”

- Reflective Teaching

Foreword—Doug Lederman

Preface & Acknowledgements

Part 1: Leadership in Higher Education: A Critical Need in a Complex and Challenging Landscape
1) Leadership and Leadership Development in Higher Education: Time for Change
2) The Higher Education Landscape: Navigating the Organizational & Strategic Leadership Terrain
3) College and University Missions: Purposes, Principles, and Perspectives
4) Higher Education's Multiple Stakeholders: Perspectives and Pressures

Part 2: Leadership Concepts and Competencies
5) Campus Cultures and Intercultural Tensions: The Leader as Organizational Ethnographer and Cross-Cultural Communicator
6) The Challenging Transition from Pilot to Air Traffic Controller: Leadership in Crowded Skies
7) What is Leadership?
8) Leadership-Communication Connections
9) The Competency Approach: A Two-Dimensional View of Higher Education Leadership
10) Formal and Informal Leadership in Higher Education: Roles and Responsibilities

Part 3: Applied Tools for Leadership and Organizational Effectiveness
11) Becoming a Better Leader: Self-Assessment and Leadership Development
12) Envisioning and Achieving Excellence: A Rubric and Practical Tool for Organization Review and Improvement
13) Strategic Communication: Developing Essential Habits for Effective Leadership
14) Strategic Planning: Core Concepts and Critical Steps
15) Understanding and Leading Change in Colleges and Universities
16) Using Metrics to Track Progress, Measure Outcomes, and Assess Effectiveness
17) Crisis Leadership: Upholding Institutional Values
18) Organization Continuity and Change: Leadership Succession Planning

Part 4: Leadership Development Models
19) Leadership Development in Higher Education: A Snapshot of Approaches, Characteristics, and Programs

APPENDIX A: Intercultural Communication Behavior Scales
APPENDIX B: Leadership Competencies Scorecard 2.0
APPENDIX C: Change Planning Worksheets
APPENDIX D: Snapshot of Signature Leadership Programs at Big Ten Academic Alliance Member Institutions
About the Authors

Brent D. Ruben

Brent D. Ruben is a distinguished professor, and executive director of the Center for Organizational Development and Leadership at Rutgers University. He is also a member of the faculties of the Rutgers Ph.D. Program in Higher Education and the Robert Wood Johnson School of Medicine. Brent’s academic interests include human communication, organizational leadership, planning, assessment, and change.

He is author of numerous publications including Excellence in Higher Education Guide, What Leaders Need to Know and Do, and Communication and Human Behavior (with L. Stewart). Brent was a founder of the Rutgers School of Communication and Information, and served as a department chair and graduate program director. He is Rutgers liaison to the CIC leadership programs and he serves as an adviser to colleges and universities nationally and internationally.

Ruben was recently named Inaugural Winner of Baldrige Foundation Award for Leadership Excellence, for his development of the Excellence in Higher Education assessment and planning framework. Named after U.S. secretary of commerce Malcolm Baldrige, the Malcolm Baldrige National Quality Award program was established by the U.S. Congress in 1987 to promote U.S. corporate effectiveness. The model provides an organizational assessment process that combines scholarly concepts of organizational theory and behavior with successful organizational and leadership practices. Read the press release here.

Richard De Lisi

Richard De Lisi is a university professor of educational psychology at the Graduate School of Education at Rutgers University. Having joined the faculty in 1976, Richard has more than 20 years of experience as a formal leader at Rutgers as department chair, graduate program director, and dean of the Graduate School of Education from 2003 to 2014.

He is a developmental psychologist who has investigated cognitive development and sex-related differences in academic achievement. Richard’s most recent scholarly interests pertain to leadership, excellence, and accountability for student learning and development in higher education.

Ralph A. Gigliotti

Ralph A. Gigliotti is Assistant Director of the Center for Organizational Development & Leadership at Rutgers University, where he is also a doctoral candidate and part-time lecturer in Communication. His research interests explore the intersection of organizational communication, leadership, and crisis communication, particularly in the context of higher education.

Ralph’s research appears in numerous books and journals, including the Journal of Leadership and Organizational Studies, Journal of Leadership Education, and Atlantic Journal of Communication.

Click here to visit Ralph's personal website.